A Comparative Analysis of Robotics Integration in Chemistry Education: A Quasi-Experimental Study Across Two Schools

This study investigates the impact of robotics-based instruction on Grade 10 learners’ understanding of stoichiometry and titration, addressing challenges in enhancing conceptual learning in diverse educational contexts. A quasi-experimental mixed-methods design was employed, combining pre- and post-test assessments with qualitative analysis of learners’ knowledge construction. The sample included learners from a suburban, well-resourced school and a township, resource-constrained school. Findings indicate that learners exposed to robotics-based instruction significantly outperformed those receiving traditional teaching, demonstrating improved conceptual understanding and academic achievement. The results further reveal that robotics integration is adaptable across different school contexts, including those with limited laboratory resources. This study contributes empirical evidence to STEM education by highlighting the effectiveness of technology-enhanced instructional strategies in chemistry. It also provides practical implications for educators seeking innovative approaches to improve learner engagement, reduce educational disparities, and support meaningful learning in science education.